LS 3 Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (9-11) -8 Students demonstrate an understanding of Natural Selection/ evolution by…
8a illustrating that when an environment changes, the survival advantage /disadvantage of some characteristics may change.
What the standard means...
Students need to understand that when an environment changes, the advantage or disadvantage of some survival characteristics may change.
What students need to know (prior knowledge)...
- The diversity of organisms is a result of evolutionary changes.
- Characteristics that organisms possess can be advantageous or disadvantageous.
Some common misconceptions...
- Students may view new variation as a result of the environment or the need of the organism, opposed to viewing the characteristic as being advantageous or disadvantageous depending on the environmental condition.
8b distinguish between microevolution (on small scale within a single population –e.g., change in gene frequency within a population) and macroevolution (on a scale that transcends boundaries of a single species – e.g., diversity of all beetle species within the order of insects) and explain how macroevolution accounts for speciation and extinction.
What the standard means...
- Students need to understand that microevolution involves small, slow changes within a population (i.e. change in gene frequency within a population)
- Students need to understand that macroevolution is on a scale that transcends boundaries of single species (i.e. diversity of all beetle species within the order of insects).
- Students need to distinguish between the two types of evolution, micro- and macro-.
- Students need to explain how macroevolution accounts for speciation and extinction.
What students need to know (prior knowledge)...
- The diversity of organisms is a result of evolutionary change
- Concepts of population changes
- Concepts of speciation and extinction
Some common misconceptions...
- Students may view changes in a population result from the gradual change of all individuals in the population (as opposed to the survival of a few individuals that preferentially reproduce).
- Students may view that adaptations result from some overall purpose or design.
- Students may view evolution can only occur as fast, big changes
- Students may view evolution can only occur as a slow, steady process.
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
What the standard means...
- Students need to be able to recognize patterns in molecular and fossil evidence, and use these patterns to provide a scientific explanation for Natural Selection and its evolutionary consequences.
What students need to know (prior knowledge)...
- Concepts on fossil formation and the geologic record
- Concepts of biological evolution (evidence of structural, physiological, etc)
- Concepts of Natural Selection and evidence for it
- Using data to develop scientific conclusions and explanations
Some common misconceptions...
- The Earth was always as it is now, or that any changes that have occurred must have been sudden and comprehensive.
- Changes seen within the fossil record are solely due to environmental changes
ESS 1 The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11)—4 Students demonstrate an understanding of processes and change over time by …
4a describing various dating methods to determine the age of different rock structures.
What the standard means...
- Students need to be able to describe various dating methods used to determine the age of different rock structures.
What students need to know (prior knowledge)...
- Concepts of geology and plate tectonics.
- Concepts of fossils and rock formation.
Some common misconceptions...
- The Earth was always as it is now, or that any changes that have occurred must have been sudden and comprehensive.
- In a rock stratum the oldest rock must be at the bottom.
- All rocks can be dated.
Relevant Grade Span Expectations:
LS 3 Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (9-11) -8 Students demonstrate an understanding of Natural Selection/ evolution by…
What the standard means...
Students need to understand that when an environment changes, the advantage or disadvantage of some survival characteristics may change.
What students need to know (prior knowledge)...
- The diversity of organisms is a result of evolutionary changes.
- Characteristics that organisms possess can be advantageous or disadvantageous.
Some common misconceptions...
- Students may view new variation as a result of the environment or the need of the organism, opposed to viewing the characteristic as being advantageous or disadvantageous depending on the environmental condition.
What the standard means...
- Students need to understand that microevolution involves small, slow changes within a population (i.e. change in gene frequency within a population)
- Students need to understand that macroevolution is on a scale that transcends boundaries of single species (i.e. diversity of all beetle species within the order of insects).
- Students need to distinguish between the two types of evolution, micro- and macro-.
- Students need to explain how macroevolution accounts for speciation and extinction.
What students need to know (prior knowledge)...
- The diversity of organisms is a result of evolutionary change
- Concepts of population changes
- Concepts of speciation and extinction
Some common misconceptions...
- Students may view changes in a population result from the gradual change of all individuals in the population (as opposed to the survival of a few individuals that preferentially reproduce).
- Students may view that adaptations result from some overall purpose or design.
- Students may view evolution can only occur as fast, big changes
- Students may view evolution can only occur as a slow, steady process.
What the standard means...
- Students need to be able to recognize patterns in molecular and fossil evidence, and use these patterns to provide a scientific explanation for Natural Selection and its evolutionary consequences.
What students need to know (prior knowledge)...
- Concepts on fossil formation and the geologic record
- Concepts of biological evolution (evidence of structural, physiological, etc)
- Concepts of Natural Selection and evidence for it
- Using data to develop scientific conclusions and explanations
Some common misconceptions...
- The Earth was always as it is now, or that any changes that have occurred must have been sudden and comprehensive.
- Changes seen within the fossil record are solely due to environmental changes
ESS 1 The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11)—4 Students demonstrate an understanding of processes and change over time by …
What the standard means...
- Students need to be able to describe various dating methods used to determine the age of different rock structures.
What students need to know (prior knowledge)...
- Concepts of geology and plate tectonics.
- Concepts of fossils and rock formation.
Some common misconceptions...
- The Earth was always as it is now, or that any changes that have occurred must have been sudden and comprehensive.
- In a rock stratum the oldest rock must be at the bottom.
- All rocks can be dated.
Home